Bahrain vs Costa Rica: Pupil-trained teacher ratio in primary education
Pupil-trained teacher ratio in primary education over time
- Bahrain
- Costa Rica
How they compare
Costa Rica currently reports 12.31 headcount basis against 12.24 headcount basis in Bahrain, a difference of 0.07 headcount basis.
The two have swapped places 2 times across 8 shared years of data; in 2011 it was Costa Rica ahead.
Bahrain ranks 96th and Costa Rica ranks 95th of 108 countries.
Costa Rica has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in primary education, Bahrain or Costa Rica?
- Costa Rica, at 12.31 headcount basis against 12.24 headcount basis in Bahrain as of 2019.
- What is the difference in pupil-trained teacher ratio in primary education between Bahrain and Costa Rica?
- 0.07 headcount basis, with Costa Rica ahead.
- How many years of comparable data are there for Bahrain and Costa Rica?
- 8 years are reported by both, from 2011 to 2019.
- How do Bahrain and Costa Rica rank globally for pupil-trained teacher ratio in primary education?
- Bahrain ranks 96th and Costa Rica ranks 95th of 108 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-trained teacher ratio in primary education (headcount basis). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Average number of pupils per trained teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.